M08 Apply Problem Solving Techniques

Logo Name of Institution
Apply problem solving tools and

techniques
NTQF for Level IV
Unit of Competence: Apply problem solving tools and

techniques
Module Title Applying problem solving tools and
techniques
LG Code: _____4 M04 LO1-07
TTLM Code: _____4 TTLM 0715V1
LO 1: Identify and select theme/problem

Learning Guide for Apply problem Date: July 2015
solving tools and techniques Level IV Page 1 of 33
Author: EKI/TVET – TVET Outcome Based Training Core Process
Version: 1 Revision: 0
Instruction Sheet Learning Guide #1
This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –
 The concept of QC story/PDCA cycle.
 Statistical tools and techniques.
 Theme Selection
This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –
 Follow safety requirements in accordance with safety plans and procedures.
 List all possible problems related to the process /Kaizen elements using statistical
tools and techniques.
 Identify and list all possible problems related to kaizen elements on Visual
management board (Kaizen board).
 Classify problems based on obviousness of cause and action.
 Select critical factors like number of customers affected, Potentials for bottlenecks,
and number of complaints etc.
 Give emphasis and select problems related to priorities of Kaizen Elements.
Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described in number 3 to 15.
3. Read the information written in the ―Information Sheets 1‖. Try to understand what are
being discussed. Ask you trainer for assistance if you have hard time understanding
them.
4. Accomplish the ―Self-check 1‖ in page 8.
5. Ask from your trainer the key to correction (key answers) or you can request your trainer
to correct your work. (You are to get the key answer only after you finished answering the
Self-check 1).
6. If you earned a satisfactory evaluation proceed to ―Information Sheet 2‖. However, if your
rating is unsatisfactory, see your trainer for further instructions for Learning Activity #1.
7. Submit your accomplished Self-check. This will form part of your training portfolio.
8. Read the information written in the ―Information Sheet 2‖. Try to understand what are
being discussed. Ask you teacher for assistance if you have hard time understanding
them.

solving tools and techniques Page 2 of 33
10. Ask from your trainer the key to correction (key answers) or you can request your teacher
Self-check 2).
11. Read the information written in the ―Information Sheets 3‖. Try to understand what are
them.
13. Ask from your trainer the key to correction (key answers) or you can request your teacher
Self-check 3).
14. If you earned a satisfactory evaluation proceed to ―Operation Sheet 1‖ in page 31.
However, if your rating is unsatisfactory, see your trainer for further instructions for
Learning Activity #1.
15. Read the ―Operation Sheet 1‖ and try to understand the procedures discussed.
16. Do the ―LAP test‖ in page 32 (if you are ready). Request your trainer to evaluate your
performance and outputs. Your trainer will give you feedback and the evaluation will be
either satisfactory or unsatisfactory. If unsatisfactory, your teacher shall advice you on
additional work. But if satisfactory you can proceed to Learning Guide #2.

Information Sheet-1 The concept of QC story/PDCA cycle
1. THE CONCEPT OF QC STORY/PDCA CYCLE
QC Circles were organized in Japan as a way of getting operators to participate in quality

control activities. In order to be efficient and effective in their problem-solving activities,
members follow the Plan-Do-Check-Act (PDCA) cycle, in which they plan for improvement,
implement what is planned, check and analyze what has been implemented, and act based
on the results of the checks.
This problem-solving process is commonly referred to as the QC Story. Each Story shows
how QCC members solve a problem in a systematic PDCA manner. By looking at these
stories, therefore, those who are not part of the QCC can also learn the problem-solving
processes for their own use. This chapter will direct leaders on what a QC Story is, how it is
organized, what its benefits are, and how it is to be monitored. Evaluation and monitoring are
play very important roles in improving QCC activities. The chapter also discusses the role of
management in evaluating a QC Story.
1.1 What is a QC Story?
The problem-solving processes of QCC activities will be often presented in the form of a QC
Story. Initially this method was used to report Circles’ activities after they had solved their
problems. Later it became what is now a problem-solving process. This process is a very
effective method for addressing not only chronic problems in the workplace but also
unforeseen problems and issues for which the causes have not been identified. Following the
standard flow of stories, the QCC members summarize the procedures and identify the main
factors in the processes. The following is a depiction of the seven major steps in establishing
a QC Story.
Fig.1

1.2 Why do we use the QC Story?
QC Circles follow a problem-solving process that provides guidelines for processes to be

taken in order to run QCC activities. But why do we need to follow a process? Why not follow
our own ideas and procedures? Why are guidelines so important?
The reason is that in problem-solving procedures, it is very important to analyze the data and
provide appropriate judgment according to scientific evidence. In other words, operators on
the floor should observe conditions, collect data, and analyze the problems using the
evidence taken from the observation. If one does not rely on data, but rather make judgment
based on one’s own experiences and instinct, the problem is unlikely to be solved in the
fastest and most efficient way.
However, if, instead, one uses an already existing procedure, while making use of one’s own
specialized skills, it will lead to an efficient way of solving problems.
Some have noted that problem-solving procedure is patterned and organized in a way that
everybody is assured to reach a solution in the most efficient way. Most anyone who uses
this procedure can solve even difficult problems in a fast and efficient way.
1.3 QC Story/problem solving / Procedure
1. Theme Selection:
At the first stage, members select a theme from among the problems in the
workplace—a theme concerning problems for which they think solutions would be
most beneficial. This is to provide clear vision on the objectives for the activity.
Members ask themselves, ―What kinds of problems do we have and how do we
improve them?‖
2. Grasping Status and Goal Setting:
After a theme is selected, members try to understand the current situation of the
problem. They list all of the possible problems related to the process, use data to
validate that the ―problems‖ are indeed problems, select the priority problem, and
again use data to define the extent of this problem. The main objective of these
steps is to gather information and grasp the status of the problem so that
members can establish a detailed set of goals.
3. Establishment of Activity Plan:
Based on the data acquired in the second stage, the members establish an
activity plan, according to the 5W1H concept. In this concept, five W questions
and one H question are addressed. The members decide the issues to be
tackled (what), the rationale for tackling them (why), the detailed time
scheduling of the program (when), and the place and resource allocation
(where, and who and how).
4. Cause Analysis:
The main objective of this stage is to confirm which measures can be taken for
what kinds of problems. After a theme is selected, the causes and effects of
problems are to be identified. This is the most important stage of the process, as
it identifies the root causes of the problems and shows what needs to be
changed.
In problem-solving processes, it is very important that results are examined in
line with causes, thus identifying the cause–effect relationship. Members
consider all possible causes of the problem and see if there is any correlation
among them. Then they use data to verify the causes, narrow these down to
root causes, and finally select the most critical root cause. They then consider
all possible solutions to eliminate the most critical root cause, select the best
solution, and establish a detailed plan on how to implement it.
5. Their examination of countermeasures and their Implementation

After causes are identified, countermeasures are examined, evaluated, and
selected. This stage aims both to correct the root causes and to establish the
most effective measures to prevent the reoccurrence of the problems. All the
people concerned on the issue are gathered to discuss it, considering factors
such as effectiveness, cost, condition of restrictions, and impacts on the other
factors. Members then implement countermeasures in daily operations,
according to the plan, and monitor the results.
6. Assessment of Effectiveness:
Then an assessment is carried out to see whether the impediments have been
overcome or to what extent the initial objectives have been met. It is carried out
together with evaluation for further improvement of the work. The Circle
identifies the tangible and intangible results, verifies those using data, and
compares them with the initial goal. Tangible results are results targeted
through changes in processes, whereas intangible results are those in areas
such as improvement in employee learning skills and education. If the results
do not meet the goal, then the Circle needs to return to previous stages and
reexamine the processes.
7. Standardization and sustain operation:
Finally after effective methods are identified, they are standardized and made a
permanent part of daily operations. Based on the standardization, members
train the people concerned. Also, new training manuals are created and
disseminated among the people concerned, and evaluation is carried out from
time to time, aimed at ensuring that the process is maintained appropriately.
The last step in this stage is for the Circle to determine the next problem to
tackle, which may be chosen from the list generated in the beginning of the first
QC Story.

Self-Check 1 Written Test
Directions: Answer all the questions listed below. Use the Answer sheet provided in the
next page:
1. What is QC story? (1 point)

2. Why do we use the QC Story?(2 points)
3. List and explain problem solving procedures (14 points)
Note: Satisfactory rating - 10 points Unsatisfactory - below 10 points

You can ask you teacher for the copy of the correct answers.

Answer Sheet Score = ___________
Rating: ____________
Name: _________________________ Date: _______________
Short Answer Questions
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
________________________________________________________________

Information Sheet 2 Statistical tools and techniques
2. STATISTICAL TOOLS AND TECHNIQUES

QC Circles need a well-defined process for collecting facts and data that help them to
understand situations in real time and develop countermeasures (implemented through
the following PDCA management cycle or the QC Story) to address problems and
prevent them from recurring. QC tools and QCC techniques, weapons to help QC Circles
make decisions that allow them to properly follow the QC Story, are not only powerful but
also imperative.
In other words, it is impossible for QCC members to follow the QC Story without proper
QC tools. This chapter describes the seven QC tools and QCC techniques that QC
Circles all over the world use in their problem solving.
2.1 Data Collecting and Analysis
2.1.1 What is data?
The most critical matter for QC Circles is to understand facts and data.
Without correct data collecting and analysis, it is impossible to solve problems in the
workshop. Points concerning the treatment of data are described hereinafter.
Data is information about a certain event or matter expressed objectively and through both
numerical values (numerical data) and language (verbal data).
Numerical data has measurement values and discrete values.
1. Measurement values: fixed data such as length, weight, and profit

2. Discrete values: Variable data such as the number of defects
Verbal data has logical expression words and emotional expression words.
1. Logical expression words: Communicated objectively (instrumental words for
reporting.
2. Emotional expression words: needing translation into logical expression words.
2.1.2 How is data collected?

How to collect data
Step 1: Clarify the objectives of collecting data.
Step 2: Clarify the items to be understood within the problem.
Step 3: Determine the method of stratification.
Step 4: Make a check sheet.
Step 5: Gather facts from the data using QC tools .

2.2 Seven (7) QC tools
The seven QC tools are used to collect, summarize, and analyze data (quantitative and
qualitative).
The seven QC tools and QCC techniques described here are the most basic ones. As the
Circle matures and the members are able to handle more complex QC tools and
techniques, these should be made available to them by the QC Circle Office.
The seven tools are usually considered to be
2.2.1 Stratification
The objective of stratification is to grasp a problem or to analyze its causes by
looking at possible and understandable factors or items. Collected data of a single
population is divided—by time, workforce, machinery, working methods, raw
materials, and so on—into a number of stratums (or layers) to find some latent
characteristics among the data—be they the same or similar.
For example, after collecting data on photocopy mistakes, we can find some factors
or peculiarities that can be stratified in terms of operator, photocopy machine, sheet
size, time, date, or copy operation method.
How to stratify data

Step 1: Clarify the objectives of stratifying data.
Step 2: Clarify the items to be stratified within the problem.
Step 3: Determine the method of collecting data.
Step 4: Check and compare the stratified data items.
Step 5: Find causes by finding big differences among data items.
 If a big difference is not found, keep going back to step 2 to add some other
stratifying items until obvious peculiarities among the data are discovered.
Typical Categories of Stratification

 Time: year, month, week, day, hour, night, afternoon, morning, period,
 Workforce: division, section, dayshift, nightshift, group, age, experience,
 Machinery: line, equipment, machine number, model, structure, jigs, dies,
etc.
 Working method: working procedure, manual, speed, etc.
 Raw material: place of origin, supplier, lot, charge, etc.
 Product: country, unit, order, manufacturer, service provider, etc.
 Environment: temperature, humidity, weather, etc.
2.2.2 Pareto Diagram

A Pareto diagram is a form of bar chart with the items arranged in descending order so
that you can identify the highest contributing factors to a problem. Pareto diagram
shows which defective items should be tackled first. This type of diagram was given its
name by Dr. Joseph M. Juran because of its likeness to the 19th century work of
Vilfrido Pareto on uneven economic distribution—work postulating that 80 percent of
the wealth of a nation is owned by 20 percent of its population.
Applying the principle to the production of a typical company, Juran referred to the 20
percent of workers who produced 80 percent of its output as the vital few and the
remainder as the trivial many. By depicting events or facts in order of decreasing
frequency (or decreasing cost, decreasing failure rate, etc.) a Pareto diagram can easily
separate the vital few from the trivial many. They are also used to compare conditions
over time, to see how both the distributions and the total effects have changed after
corrective action has been taken. This type of diagram is one of the most common
statistical tools used by QC Circles.
How to construct Pareto diagram
Step 1: Clarify the objectives of constructing a Pareto diagram.

Step 2: Clarify the stratified items of collected data within the problem.
Step 3: Design a data tally sheet listing the items with their totals.
Step 4: Fill out the tally sheet and calculate the totals.
Step 5: Make a Pareto diagram data sheet listing the items, their individual totals, cumulative
totals, percentages of overall total, and cumulative percentages.
Step 6: Arrange the items in terms of number of occurrences and fill out the data sheet. The
item ―others‖ should be on the last line, no matter how large it is. This is because it is
a collection of items for which the largest number of occurrences of any one item is
smaller than that for the smallest of the individually listed items.
Step 7: Construct a Pareto diagram from the Pareto diagram data sheet.
1. Draw two vertical axes, marking the left-hand vertical axis with a scale from 0 to
the overall total and the right-hand with a scale from 0% to 100%.
2. Draw a horizontal axis. Construct a bar diagrams, dividing the horizontal axis
according to the numbers of items.
3. Draw the cumulative curve (Pareto curve)
Step 8: Add necessary information regarding the diagram: title, significant quantities, units,
sampling period, subject and place of data collected, total number of data, etc.
Example: Data tally sheet of kitchen ware breakage
Breakage items Tally Total

Teacups 10
Glasses for water 150
Saucers 20
Oval plates 30
Square plates 70
Others 50
Total 330

Pareto Diagram Data Sheet of Kitchen-Ware Breakage
Theme: Cost reduction of kitchen-ware breakage
Total Sample: 300
Period: April 1－7, 2003
Date: May 01, 2003
Name: N. Kaneko
cumulative
Breakage items Total
sum per cum.per
Glasses for water 150 150 45.5% 45.5%
Square plates 70 220 21.2% 66.7%
Oval plates 30 250 9.1% 75.8%
Saucers 20 270 6.1% 81.8%
Teacups 10 280 3.0% 84.8%
Others 50 330 15.2% 100.0%
Total 330
Fig 2
Learning Guide for apply problem Date: July 2015

2.2.3 Cause and Effect Diagrams (Ishikawa Diagrams)
This diagram composed of lines and symbols is designed to represent the
relationship between effects and their causes. It is sometimes called an Ishikawa
diagram, after Dr. Kaoru Ishikawa who is considered the father of QC Circles.
Others call it a fishbone diagram due to its resemblance to a fish skeleton. It is a
very effective tool for analyzing the causes of a problem, even household
problems like high consumption of electricity.
How to construct cause and effect diagrams

Write the problem on the right side and box it.
Step1: Draw a main arrow from left to right, with the head of the arrow pointing to the
problem.
Step 2: Identify all of the main categories of causes of the problem, for example, man,
method, materials, machine, and environment. In below figure 4, these factors
were grouped as appliances, occupants, household procedures, and household
food supplies. Use branch arrows to connect the categories to the main arrow.
Step 3: Using twig arrows, connect the individual main causes identified in step 2 to
their respective branch arrows.
Step 4: Identify the detailed causes of each main cause and connect them to the twig
arrows, using even smaller twig arrows.
Fig 3. Cause and Effect Diagram

Example:
2.2.4 Graphs
A graph is a tool used to present an area of interest in visual form. There are
various types of graphs, and the most common are bar graphs, line graphs, and
pie charts. People involved in QCC activities are recommended first to decide on
the data to be collected and the period in which it will be collected, regardless of
the type of graph they will use.
Ten merits of graphs

1. Numbers can be visualized.
2. Readers get to sense the whole picture.
3. They require few words.
4. They are interesting to look at.
5. Contents can easily be understood.
6. They are objective.
7. They are easy to make.
8. Comparisons are easy to display.
9. They are a universal form of language.
10. They enhance the image of the contents.
a. Bar graph
Bar graphs are used to show trends (e.g., of a product or service). They
make use of bars whose lengths represent the size of the factors under
consideration. The bars may be positioned vertically or horizontally .

How to construct a bar graph
Step 1: Draw the horizontal and vertical axes of the graph, using the horizontal
axis for the period and the vertical axis for the value.
Step 2: Divide the horizontal axis into equally spaced vertical columns, each
column representing a period.
Step 3: Divide the vertical axis into as many equally spaced horizontal rows as
required, each higher row representing a higher value.
Step 4: Draw the bars.
Fig 5. Typical example of bar chart
b. Line graph
Line graphs are used to show actual situations at given points in time.
They may also be used to predict future trends. They may be broken
lines or straight lines.
Step 1: Draw the horizontal and vertical axes of the graph, using the
horizontal axis for the period and the vertical axis for the value.
Step 2: Plot the points corresponding to the values.
Step 3: Connect the points.

Fig 6. Typical example of line graphs
c. Pie chart
A pie chart is used to denote relative portions of a situation; each slice of
pie represents a percentage of the whole.
How to construct a pie chart

Step 1: Draw a circle.
Step 2: Divide the circle into slices that correspond in size to the relevant
percentages. For instance, if you divide the circle into four equal
slices, then each is 25 percent of the whole.
Step 3: Moving clockwise from the topmost part of the chart, arrange the
items in order of percentage size, unless another order is inherently
logical.
Step 4: Indicate the name of the item and its percentage.
Step 5: Consider what colour or pattern to use for identification of items.

Fig 7 typical example of pie chart
The by-objective bases of selecting a graph:

 When comparing the size of numbers
- bar graph, band graph
 When showing a change over time
- line graph
 When giving a breakdown
- pie graph, band graph
2.2.5 Check sheets

Check sheet are forms used to collect data in an organized manner. They are
used to validate problems or causes or to check progress during
implementation of solutions. Check sheets can come in different shapes and
sizes, and Circle members must be able to design them to suit their needs.
How to design a check sheet
Step 1: Include the date on the check sheet. This can be expressed as a
single date (e.g., August 11, 2002), as a week (e.g., week ending
August 19, 2002), or as a month (e.g., month ending August 31, 2002).
The date is vital—to show when the data was collected.
Step 2: Include a title: The title should include the location and the type of
information being collected—for example; the causes of breakdown of
given machine.
Step 3: Indicate the name of the data collector putting the name of the person
who collected the data is important, especially in case there is a later
need to clarify data gathered.
Step 4: Ensure that everyone is using the same form.
In cases where more than one member is collecting data, the Circle must ensure
that the same form is being used by all of the collectors.
It is frustrating for the Circle to have collected a large mass of data only to find out
later that large-scale analysis is required and maybe some of the collected data
are not really required.
Check sheets come in several types, depending on the objective for collecting the
data. Some of the more common ones are as follows:
a. Recording check sheet
Characteristic: Customer Complaints on Refrigerators
Period of data collection: June 2002
Source of data: logbook

Bits of data are entered for subsequent tallying and analysis. Such Check sheets are
usually used to collect data on defects. The types of defects are listed, and with each
occurrence of a defect, a running total is tallied using five-bar gates (i.e., multiples of
five—four vertical marks with one crossing them), which makes addition easy.
b. Location check sheet
The location and/or condition of something (e.g., a defect, is indicated in a
drawing). It is a pictorial way of indicating the location of a problem. It makes
investigation easier by evoking the question ―Why there?‖
c. Checklist check sheet

Observed results or conditions are recorded by choosing among diametric
opposites (e.g., yes or no, on or off, present or not present) for each item on a
list. They are sometimes referred to as inspection checklists. Check sheets
simplify data collection, organize information, increase accuracy and facilitate
verification of data.
Table 2.checklist check sheet
2.2.6 Histograms
Processes’ outputs naturally vary from one to another. A product may be said to be
uniform, but actually no two units are exactly the same. Using precision instruments,
these differences will be detected. For example, if we examine the weight of a bottle
specified as 50g _ 1g, we may be surprised to find that the bottles vary in weight.
How to construct a Histogram

 Characteristic being measured: Weight of 100 coffee bottles
 Data collection period: produced on August 11, 2002; taken after every 10bottles
 Data collector: Naomi Isabel Aquino
 Specification: 50g±1

Arranging these data into a histogram will show how dispersed the weights are. Since
the use of average is sometimes misleading, it is necessary to see how values are
distributed in a population in order to get a true picture of performance.
The Circle collects data to be studied (e.g., in terms of weight of bottle) and decides on
the period of data collection. Data must be collected using check sheets, which are
used to construct the histogram in the following manner.
How to construct a histogram

Step 1: Determine the highest and lowest values.
Step 2: On the top row, write the values observed, increasing from left to right.
Step 3: In the left-hand column, list in multiples of five, increasing from bottom to top,
this makes it easier to keep count.
Step 4: Put marks in the appropriate columns, starting from the bottom row and
ascending by multiples of 5.
Step 5: Add the total number of marks per column and write the sum at the bottom of
the row.
Step 6: Indicate the standard. This helps pinpoint the columns that exceed the
standard.
Three types of histogram

1. Bell-shaped
2. Skewed
3. Cliff-like
4. Comb-like
5. Island-type
Example:

2.2.7 Scatter Diagrams
A scatter diagram examines the relationship between paired data. This tool is usually
used by the QC Circle when it wants to establish the relationship between cause and
effect, the relationship between one cause and another or a relationship between one
cause and two causes.
Examples include the relationship between an ingredient and the hardness of a
product, the relationship between the speed of cutting and the variation in the length of
parts cut, the relationship between the level of illumination in a room and mistakes in
validating a bank transaction slip.
The scatter diagram is used when a number of people or procedures are producing
widely varying results.
The scatter diagram may show that two variables have positive correlation, have
negative correlation, or have no correlation at all.
How to construct a scatter diagram:

Step 1: Collect data samples of pairs whose relationship is to be studied.
Enter these data in a data sheet.
Step 2: Draw a vertical axis (effect); calibrate it from smallest to largest value
(from top to bottom).
Step 3: Draw a horizontal axis (cause); calibrate it from smallest to largest value
(from left to right).
Step 4: Plot the paired values. If values are repeated, make concentric circles (in
the graph indicated as pink).
Step5: Plot data in a graph, with material content as the horizontal axis and
elongation as the vertical axis.
Example:stratification diagram
2.3 QCC Techniques
QC Circles are strongly recommended to use other problem-solving and idea
generation techniques such as brainstorming, the why-why approach, affinity
diagrams, 5S, 3Mu, 5W1H, and 4M1E to aid them in their QCC implementation.
They are also encouraged to experiment with how they conduct their meetings.
QC Circles are not expected to use all of these techniques during their problem
solving activities; only the appropriate ones. In summary, there are specific tools and
techniques for each step of the QC Story.
The following are techniques for QCC activities.
2.3.1 Brainstorming
Brainstorming is used extensively by QC Circles at various stages in their
problem-solving activities. This technique was developed in 1930 by Alex
Osborne as a way of encouraging groups to be more creative with their ideas.
Rules to follow in brainstorming:
i. Establish a relaxed atmosphere.
ii. Ensure participation by all members.
iii. Go for a large number of ideas.
2.3.2 Why-Why approach
Curiosity is a marvelous part of the human mind. Our curiosity causes us to
analyze and isolate critical root-causes and corrective actions via the Why-
Why approach as follows.
General why analysis on problem solving
When a problem is observed, remedial actions such as stopping operation,
hitting the cut-off switch, notifying the supervisor, and waiting for instruction
for the next action are taken in workshops. Then, some action to prevent
recurrence of the problem will be presented by supervisors who thought about
why the problem occurred.
But such solutions are apt to not be so effective or long-lasting. It is difficult to
give proper countermeasures and isolate root-causes of problems unless we
have a proper analytic idea generation method such as the Why-Why
approach.
2.3.3 5W1H
5W1H signifies six words that begin questions that are needed to be
answered in order to describe a fact correctly: what, when, where, who, why,
and how. QCC people are recommended to follow and ask these questions in
order to grasp the facts without any omission. For example they define
problems by asking and answering the following questions.
Example:

Directions: Answer all the questions listed below. Use the Answer sheet provided in
the next page:
1. What is the advantage of using Statistical tools and techniques? (1 point)

2. What is data? (1 point)
3. How is data collected? (3 points)
4. List and explain the 7QC tools? (14 points)

5. List and explain the QCC techniques? (6 points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
________________________________________________________________
4. ________________________________________________________________
________________________________________________________________
________________________________________________________________
5. ________________________________________________________________
________________________________________________________________
6. ________________________________________________________________

Information Sheet 3 Theme selection
3. THEME SELECTION
Theme selection is the most important step in solving a problem.
It will be impossible to get everyone's full cooperation or to attain optimum results if
management forces a theme on a QC circle or if the leader arbitrarily decides on a
theme. Although some people will be impatient with this step, it is essential that he QC
circle take the time it needs to examine the candidates and to enable a consensus to
emerge on what the most important, feasible problem is.
3.1 Search problems

Root of theme selection
The key to selecting a good theme is to collect specific problems that all the members
understand and then to go through this collection for the best problem (which means the
one that will have the most impact but that is still within the circle's capabilities if
everyone stretches a little).
 Find a way to record problems as they occur in day-to-day operations.
 Listen carefully to each person.
 Consult with management and ask them to point out problems.
 Discuss the candidate problems thoroughly until everyone agrees on which
problem to tackle.
 Do not be in too much of a hurry to be off and running.
Take the time you need to make sure you know where you are going.
3.2 Looking problems

A "problem" is the difference between what you want to be and what you are-the
difference between the ideal or target status and the actual current status. Because
people tend to accept the current status as a given, you need close observation and
critical analysis to identify such problems.
 Focus on the problems all around you, such as those in the daily routine,
the inconveniences you suffer, and the things that give you a hard time.
 Look at how company policies apply to your workplace and identify
problems that your QC circle can handle.
 Ask the people involved in the next (downstream) process for their ideas.
What would they like to see you do differently?
 What complaints do they have? How could you make life easier for them?
 Review the list of problems remaining from previous QC circle activities.

3.3 Identify and record problems
It is important that you record problems when they occur or as soon as they are
identified. Letting them go until later will mean they are forgotten. At least
problems that are not recorded right away have less immediacy and tend to get
slighted later on.
Identify problems through brainstorming

 All the members of the QC circle should try to ferret out problems in a
brainstorming session. This is more than a free-form discussion. Indeed,
the basic brainstorming rules mandate four behaviors.
1. Avoiding value judgment one way or the other
2. Welcoming spontaneous, even wild, ideas
3. Encouraging as many ideas as possible to come out
4. Building on other people's ideas
 Describe any problem you submit thoroughly, so that other people can
understand both the phenomenon and why it is a problem.
 Collect problems by using a theme bank, problem notebooks, cause-and-
effect diagrams, and the WBA board.
 Use check sheets for problem identification. Some examples are the 4Ms
(manpower, machines, materials, and methods) and 5WIH (who, what,
when, where, why, and how).
3.4 Describe the problem in specific terms

Do not use abstract statements to describe the problem. Make the description as
specific as possible. Use data and other means to avoid generalizing.
 State specifically how bad things are. Rather than "problem with
expenses," you might say "too-high office supply expenses negatively
impact the operating budget."
 Express the problem in numbers. "Many defects" thus becomes "A 100
ppm defect rate was observed."
 Do not confuse corrective actions or means with problems. "Writing an
operating manual" is not a problem. Rather, it is how you might solve
the problem of "insufficient operational standardization due to the lack
of an operating manual."

3.5 Organize and focus on problems
Prioritize
Use a theme selection matrix and other means to prioritize. Select a high-impact
theme that is important to your work--one where you will see results when it is
solved.
 What impact does this problem have on your work or in your
workplace? How important is it?
 Does this problem require immediate attention? How urgent is it?
 How much impact will kaizen have? How cost-effective is it?
 How much will the kaizen cost in terms of time and money? How cost-
effective is it?
3.6 Evaluate problems in terms of durability

 Does working on this problem allow all the members of the QC circle
to participate?
 Is the cause of this problem within the QC circle's area of
competence? Is this something where the circle has responsibility?
 Can this problem be solved if everyone works to the fullest? Will it
give everyone chances do his/her best, to stretch a bit, and to see
results?

Directions: Answer all the questions listed below. Use the Answer sheet provided in
the next page:
1. How to select specific theme? (4 points)

2. How search and looking problems? (3 points)
3. How to make identify and record problems? (4 points)
4. What are key points in organizing and focusing of problems? (5 points)
5. What are the evaluation systems after the problems are recognized? (4 points)


Rating: ____________
Name: _________________________ Date: _______________
1. _______________________________________________________________
_______________________________________________________________
2. _______________________________________________________________
_______________________________________________________________
3. _______________________________________________________________
_______________________________________________________________
4. _______________________________________________________________
_______________________________________________________________
5. __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Operation Sheet 1 Operation in theme selection
4. OPERATION IN THEME SELECTION
1. Search for problems

Problems all Corporate Complaints from Problems left over
Around you policies downstream From previous
And tasks processes activities

LAP Test Practical Demonstration
5. LAP TEST
Name: _____________________________ Date: ________________

Time started: ________________________ Time finished: ________________
Instructions: Given necessary templates, workshop, tools and materials you are
required to perform the following tasks within 3 hours.
Task 1: Clean the given tools and equipment.
Task 2: dig out problems related in your workshop:-
 Problems all around you

 Corporate policies and tasks
 From downstream processes
 Problems left over from previous activities
Task 3: using given template, Identify and record problems
 Brainstorming
 Theme bank
 Check sheets
Task 4: Using a given template, organize and narrow down problems
 Couse analysis
 Two way matrix
Task 5: Determine theme name:
Task 6: summarizing the reason for selecting theme:

6. LIST OF REFERENCE MATERIALS
No Name books Author Remarks

1 QC CIRCLES (LEADERS’S GUIDEBOOK FOR LEVEL JUSE press.
IDENTIFICATION LTD
2 KAIZEN (THE KEY TO JAPAN’S COMPETITIVE MAASAKI
SUCCESS) EMAI
3 QC PRACTICES TAKANORI
YONEYAMA
4 QC STORY LINE TADASHI
SUGIURA
5 FUNDAMENTALS OF QC CIRCLES JUSE Press,
LTD.
6 KAIZEN NATIONAL MOVEMENT JICA
7 KAIZEN BEST PRACTICES OF QC CIRCLES JICA
8 KAIZEN MANUAL (APP) EKI
9 KAIZEN MANUAL (THEORY) EKI
10 HOW OPERATE QC CIRCLES JUSE
11 BASICS OF IE
12 HAND BOOK FOR TQM AND QCC (VOL I & II) 1999
13 SAFETY MANUAL AND GUIDE

Apply problem solving tools

and techniques
NTQF for Level IV

techniques
techniques
LG Code: _____4 M04 LO2-07
LO 2: Grasp current Status and Set Goal

(Fact analysis)
Learning Guide for apply problem Date: June 2015

solving tools and techniques level IV Page 1 of 17
This learning guide is developed to provide you the necessary information regarding
the following content coverage and topics –
 Methods to grasp the current status of the problem
 Goal setting
 Define the extent of problem.
 Set appropriate and achievable goal.
2. Follow the instructions described in number 3 to13.
3. Read the information written in the “Information Sheets 1”. Try to understand what
are being discussed. Ask you trainer for assistance if you have hard time
understanding them.
4. Accomplish the “Self-check 1” in page 7.
5. Ask from your trainer the key to correction (key answers) or you can request your
trainer to correct your work. (You are to get the key answer only after you finished
answering the Self-check 1).
6. If you earned a satisfactory evaluation proceed to “Information Sheet 2”. However,
if your rating is unsatisfactory, see your trainer for further instructions or go back to
8. Read the information written in the “Information Sheet 2”. Try to understand what
understanding them.
teacher to correct your work. (You are to get the key answer only after you finished
11. If you earned a satisfactory evaluation proceed to “Operation Sheet 1” in page 15.
However, if your rating is unsatisfactory, see your trainer for further instructions or
go back to Learning Activity #1.
12. Read the “Operation Sheet 1” and try to understand the procedures discussed.

13. Do the “LAP test” in page 16 (if you are ready). Request your trainer to evaluate your
performance and outputs. Your trainer will give you feedback and the evaluation will
be either satisfactory or unsatisfactory. If unsatisfactory, your trainer shall advice you
on additional work. But if satisfactory you can proceed to Learning Guide #3.

Information Sheet-1 Methods to grasp the current status of the problem
1. METHODS TO GRASP THE CURRENT STATUS OF THE PROBLEM
In fact analysis you clarify the impact of the problem (the difference between the
current status and the target status) and use stratification to identify variability. See
Figure 1.
Figure 1 Example of narrowing down themes with a WBA board.
Fig.1 WBA board

1.1 Quantify the current status
Problem-solving starts with accurate fact analysis to determine how bad the current
status is.
Identify the problem
Key points
 All of the QC circle members discussed the problem thoroughly, to get to the
essence and to identify what is essentially amiss. Use a process flow chart, the
4Ms, and other means to look at the problem in its broader context.
 Get a systematic understanding of the problem with cause and-effect diagrams,
affinity diagrams, and other tools that enable you to see the whole picture.
Narrow down the facts of the problem

Key points
 Get the facts based on the three actualities (the actual reality of the actual
situation at the actual site).
 Personally conduct an on-site examination of the part, tool, or equipment that
seems to be causing the problem so that you can make an objective statement
of the problem. Investigate and confirm to get all of the facts that you need.
 You need to do more than just look. You need to conduct a close, hands-on
examination of the problem.
Facts should be expressed quantitatively

Key points
 Have the QC circle members discuss how to quantify the facts, including using
sample surveys, doing experiments and tests, and completing questionnaires.
 All of the circle members think about how the relevant data can be expressed
numerically.
Collect data and prepare graphs

Work quantitatively and objectively
Key points
 Collect the necessary data in sufficient quantity, knowing clearly what is to be
measured so that it is easy to stratify the data.
 Remember that data are most current immediately upon collection and start
getting stale immediately.
 Do not collect just the convenient data. Be sure to get everything you need,
including the data that make your job harder by forcing you to get at the
underlying causes.
 It is imperative that the QC circle use objective

Figure 02 using a histogram for fact analysis
Examine and stratify data on the current situation from a number of

perspectives.
Key points
 Do not confuse data that show causes with data that show results.
 Stratify data from various angles, such as by time, location, operator,
symptom, product, machine type, production method, and more. See
Figures 19 and 20.
 Continue the stratification process until there are substantial
differences among the stratification groups.
1.2 Identify variability

Identify variability by using the results of the stratification.
Select problems whose solution will make a major contribution to better results.
Key points
 Continue to stratify until variance is identified.
 If you cannot get enough examples, one effective way to find
differences is to compare good products and defective products.
 Do not concentrate only on mean values to identify problems. Also
pay attention to variability. See Figure 02.
 Select high-impact problems.

Directions: Answer the following question.
1) How to identify and narrow down them current status of the problems? (5 points)
2) What are the most relevant QC tools to express problems in numerically? (5
points)
3) How to identify variability of problems? (5 points)
4) Select workplace and apply methods to grasp the current status of the problem.
(10 points)


Rating: ____________
Name: _________________________ Date: _______________
Short Answer Questions.
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Information Sheet 2 Set goal
2. SET THE TARGET

A target is critical, because it serves as a yardstick against which to measure
the results of the corrective action in specific terms and makes your activities
more challenging and more rewarding.
Figure 03.using Pareto charts for fact analysis

Figure 04 Using work element studies for fact analysis
2.1 Clarify the three elements of your target

Key points
 Determine the three elements of the target:
1. What (target item) should be fixed?
2. To what extent (target value) it should be fixed, and
3. By when (target date) it should be fixed.
 Quantify the target value so it is expressed numerically.
 Numeric values help clarify and quantify your accomplishment.
2.2 The target must be high enough to motivate people

Key points
 State the need for the target and its appropriateness. The target
should not be too easy. It is better to have a challenging target to
motivate people to exert themselves. A target that is too easy may
well be meaningless, both for the company and for the individuals
involved.
 State clearly what you expect to achieve.
Figure 05 expressing the target numerically
Figure 06 Using work element studies for fact analysis

Figure 07 expressing the target numerically
2.3 Use a substitute characteristic (value) when necessary

If the target is not directly quantifiable, use a substitute characteristic that can be
quantified.
Key points
 Organize the factors in a cause-and-effect diagram to help you
choose a suitable substitute characteristic.
 Select the substitute characteristic with the highest contribution rate
(the most impact on the effect).
This is usually the item on the extreme left in your Pareto chart.

1) What are three elements of targets? (3 points)

2) Why those elements are consider high motivation of people? (5 points)
3) Select methods to set goal for the selected problem. (7 points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Operation sheet-1 Methods to grasp the current status of the problem
3. OPERATION SHEET FOR METHODS TO GRASP THE CURRENT STATUS OF

THE PROBLEM

4. LAP TEST
Name: _____________________________ Date: ________________

Task 1: Prepare tools and equipment.
Task 2: Identify the current status of the problem.-
 Brainstorming
 Process flow
 Cause analysis
Task 3: Express fact analysis in terms of numerically.
 Sample survey
 Experiments and tests
 Questionnaires
Task 4: Collect data and graph them.
Histogram
Different graphs
Pareto diagrams
Stratification
Task 5: Determine variability:
 Histogram
 Pareto diagrams
 Stratification
If the variability is unclear, redo the stratification.
Task 6: Set a target:

 Include the target elements: 5W1H
 Make sure the target is appropriate.
 Express the target numerically.


IDENTIFICATION LTD
SUCCESS) EMAI
YONEYAMA
SUGIURA
LTD.
11 BASICS OF IE


and techniques
NTQF for Level IV

techniques
techniques
LG Code: _____4 M04 LO3-07
LO 3: Establish Activity Plan
Learning Guide for Apply problem Date: June 2015

 Problem confirmation
 Defining the extent of the problem
 Preparing activity plan using 5W1H
 Confirm the problems.
 Select high priority problems.
 Define the extent of the problem.
 Establish activity plan as per 5W1H.
understanding them.
understanding them.
However, if your rating is unsatisfactory, see your teacher for further instructions or

performance and outputs. Your trainer will give you feedback and the evaluation will
be either satisfactory or unsatisfactory. If unsatisfactory, your trainer r shall advice
you on additional work. But if satisfactory you can proceed to Learning Guide #4.

Information Sheet-1 Problem confirmation
1. PROBLEM CONFIRMATION
QC circle practitioners have long realized that "no activity is possible without a
plan, no examination is possible without activity, and no growth is possible without
examination." The action plan is an important growth tool. It may not be possible to
devise a perfect action plan from the very beginning, but you will be able to make
better action plans as you become more experienced.
Based on the data acquired in the second stage, the members establish an activity
plan, according to the 5W1H concept. In this concept, five W questions and one
H question are addressed. The members decide the issues to be tackled (what),
the rationale for tackling them (why), the detailed time scheduling of the program
(when), and the place and resource allocation (where, and who and how).
How to establish an activity plan

Brainstorming is based on opinion, so the ideas classified as problems must be
confirmed with data. The need to speak with facts rather than opinions has to be
stressed because we all have opinions and very often they are all different. This
makes it very difficult for the Circle to arrive at a decision and may lead to
frustration. Check sheets and other forms are used for easy collection,
summarization, and analysis of data.

1. How to confirm problem related to your workshop to make detailed action plan? (10
points)


Rating: ____________
Name: _________________________ Date: _______________
1) ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Information Sheet-2 Define the extent of the problems
2. DEFINE THE EXTENT OF THE PROBLEMS
2.1 Select a high priority problem

The choice of a high priority problem is based on the data collected in step 1.
If data is not readily available, the QC Circle can use a matrix diagram to arrive at
a high priority problem. Confirm the problem. Once the problem has been
selected and confirmed, the Circle states it from the customer’s point of view like
was done in the restaurant example: “Wrong order was served.”
2.2 Define the extent of the problem

The extent of the problem must be defined in quantifiable terms (e.g., from
January to March 2002, 30 percent of the orders were not processed correctly).
This is a very important step because it establishes the baseline data and it will
be used later as a reference in measuring improvement generated by the Circle.
A mere statement to the effect that there was reduction in incorrect orders
served is insufficient; the reduction has to be backed up by data. Therefore, if
historical data is not available, the QC Circle must collect data as the process is
being done (e.g., by tallying how many orders are correctly served and how
many are not).

1. Select a high priority problem related to your workshop to make detailed action
plan. (10 points)
2. Define the extent of the problem related to your workshop to make detailed
action plan. (10 points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Information Sheet-3 Preparing activity plan using 5W1H
3. SET THE ACTIVITY SCHEDULE

An action plan is crucial if you are to conduct your activities on your own and to
conduct a good examination.
3.1 Draw up the action schedule

 Schedule completion dates for each of the problem-solving steps in the
action plan.
 Incorporate items carried over from previous activities into the action plan.
 The date each step is completed should be filled in on the schedule
alongside the scheduled completion date.
Figure 01 Flow chart for the action plan
 Schedule each step, including when it

should start and when it should be
completed.
 Be specific about what, by how much,
and when.
2. Designate who is responsible for what.

This should include who is responsible for each step of the action plan.

 If there is a major difference between the scheduled completion date and the
actual completion date, this is another problem needing corrective action.
 Consider other scheduled events, busy periods, and the like in drawing up your
schedule.
3.2 Assign responsibilities

Assigning responsibilities is an important part of energizing your
QC circle activities. Try to assign the right person to the right job, so that each
person's strengths are utilized to best effect and everyone has a chance to
grow without being overwhelmed by the task at hand. See Figure 02.
 Determine the responsibilities in the action steps.

 Assign the QC circle management responsibilities (e.g., theme leader
and recording secretary).
 Let people take the initiative and volunteer for responsibilities.
 Look at each person's character strengths and skills. Have people take
responsibility for the things they are best suited for.
 Experience means growth, and it is important that activities be
organized and conducted so as to help everyone grow.
Figure 02 implementing the action plan by designating a leader for each step
1. Use the system of designating a leader for each step to involve everyone.
Step Step leader Schedule

Aug. Sept. Oct. Nov. Dec. Jan. Feb.
P Theme Shimoda
selection
Fact Numada
analysis
D Action Yamamoto
plan
Corrective Hagos
Action
C Confirmation Ali
of effect
A Look in and Getahun
summation
2. Each step can be further broken down into sub steps and a
more detailed plan drawn up. In this, be sure to designate who
is responsible for each sub step, paying special attention to the
5W1 H.

1. How to make detailed action plan by using 5W1H. (10 points)


Rating: ____________
Name: _________________________ Date: _______________
1) ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. CASE STUDY FOR PREPARING ACTION PLAN
QCC Name: Red fox
Case study: customer satisfaction improvement operation –Reduction of low score
Items in the Customer Questionnaire survey
We established the goal reducing the low score replies by half from 91 replies (12.8%)
to improve the level of customer satisfaction (figure ___). The subsequent action plan
was implemented with our slogan “Every circle member is the main actor” and each
member was given a specific role to play (Table 01).
Our slogan: Every circle member

is the main actor
Steps Person in 2006 5 6 7 8 9 10 11 12

charge 4
1 Selection Of ALI
Theme
2 Fact Finding and DAWIT
Establishment Of
The Goal
3 ALEMAYEHU
Action Plan
4 Root Cause GENET
Analysis
5 Examination and FATUMA
Implementation
Of Corrective
Actions
6 Checking Of The HAGOS
Effects
7 Standardization DAMETEW
& Establishment
Of Proper
Control
Planned
Actual
:

Operation sheet-1 Preparing action plan using 5W1H
5. OPERATION SHEET FOR PREPARING ACTION PLAN USING 5W1H
 Schedule each step, including when it

should start and when it should be
completed.
 Be specific about what, by how much,
and when.
2. Designate who is responsible for what.

This should include who is responsible for each step of the action plan.

6. LAP TEST
Name: _____________________________ Date: ________________

required to perform the following tasks within 1.5 hours.
Task 2: Problem confirmation
 Brainstorming
 5W1H
Task 3: Select high priority of problems
 Fish bone diagram

 Pareto diagram
 Check sheets
Task 4: Define the extent of problems
 Check sheet
Task 5: Draw up the action schedule.
 Person responsibility
 Set schedule
 Be specific about what, by how much, and when.
Task 6: Designate who is responsible for what.
 Brainstorming
 5W1H


IDENTIFICATION LTD
SUCCESS) EMAI
YONEYAMA
SUGIURA
LTD.
11 BASICS OF IE


and techniques
NTQF for Level IV

techniques
techniques
LG Code: ______4 M04 LO4-07
TTLM Code: ______4 TTLM 0715V1
LO 4: Analyze causes of a problem

 Cause analysis of the problem using 4M1E
 Root cause
 Setting countermeasures
 List all possible causes of a problem.
 Analyze cause relationships using 4M1E
 Identify causes of the problems.
 Select root causes.
 Select the root cause which is most directly related to the problem.
 List all possible ways to eliminate the most critical root cause using
creative idea generation.
 Test and evaluate the suggested solutions for potential complications.
 Prepare detail summaries of the action plan to implement the suggested
solution.
.Learning Instructions:
3. Read the information written in the ―Information Sheets 1‖. Try to understand what
understanding them.
6. If you earned a satisfactory evaluation proceed to ―Information Sheet 2‖. However,
8. Read the information written in the ―Information Sheet 2‖. Try to understand what
are being discussed. Ask you teacher for assistance if you have hard time
understanding them.
11. Read the information written in the ―Information Sheets 3‖. Try to understand what
understanding them.
13. Ask from your teacher the key to correction (key answers) or you can request your
14. If you earned a satisfactory evaluation proceed to ―Operation Sheet 1‖ in page 23.
15. Read the ―Operation Sheet 1‖ and try to understand the procedures discussed.
16. Do the ―LAP test‖ in page 24 (if you are ready). Request your teacher to evaluate
your performance and outputs. Your teacher will give you feedback and the
evaluation will be either satisfactory or unsatisfactory. If unsatisfactory, your teacher
shall advice you on additional work. But if satisfactory you can proceed to Learning
Guide #5.

Information Sheet-1 Cause analysis of the problem using 4M1E
1. CAUSE ANALYSIS OF THE PROBLEM USING 4M1E

CAUSE ANALYSIS means seeking the causes for the variability identified in fact
analysis. One common approach is to formulate a hypothesis, narrow the factors down,
verify them with facts, and slowly work your way down to the underlying causes.
The main objective of this stage is to confirm which measures can be taken for what
kinds of problems. After a theme is selected, the causes and effects of problems are to
be identified. This is the most important stage of the process, as it identifies the root
causes of the problems and shows what needs to be changed.
In problem-solving processes, it is very important that results are examined in line with
causes, thus identifying the cause–effect relationship. Members consider all possible
causes of the problem and see if there is any correlation among them. Then they use
data to verify the causes, narrow these down to root causes, and finally select the most
critical root cause. They then consider all possible solutions to eliminate the most
critical root cause, select the best solution, and establish a detailed plan on how to
implement it.
How to precede cause analysis?
1.1 List all possible causes of the problem

The Circle brainstorms on the causes of the problem. A very important question in this
step begins with the word why. Why the orders are incorrectly served? The Circle
members enumerate their answers to this question until they have exhausted all
possible causes.
Think of the causes
Come up with as many factors as you can that could contribute to causing the variance
(nonconformance) highlighted in fact analysis.
Key points
 Have all QC circle members participate in identifying factors relevant to the
characteristic.
 Have a brainstorming session to come up with factors and organize them on a
cause-and-effect diagram.
 Take another look at the factors on the cause-and-effect diagram and see if
anyone can add more factors. Seeing the cause-and-effect diagram very often
jogs people's memories and helps them to think of other possible causes.

1.1.1 Identify and Define the Effect
Step-1: identify and define the effect
 Decide on the effect to examine
 Use Operational Definitions
 Phrase effect as
 Positive (an objective) or
 Negative (a problem)
1.1.2 Using a chart pack
Step 2 - Using a chart pack draw the SPINE and create the EFFECT box.
 Draw a horizontal arrow pointing to the right. This is the spine.

 To the right of the arrow, write a brief description of the effect or outcome
which results from the process.
EXAMPLE: The EFFECT is Poor Gas Mileage.
 Draw a box around the description of the effect.
1.1.3 Identify the main CAUSES contributing to the effect being

studied
Step 3 - Identify the main CAUSES contributing to the effect being studied.
These are the labels for the major branches of your diagram and become
categories under which to list the many causes related to those categories.
 Establish the main causes, or categories, under which other possible causes
will be listed. You should use category labels that make sense for the
diagram you are creating. Here are some commonly used categories:
 3Ms and P - methods, materials, machinery, and people
 4Ps - policies, procedures, people, and plant
 Environment - a potentially significant fifth category
 Write the main categories your team has selected to the left of the effect
box, some above the spine and some below it.
 Draw a box around each category label and use a diagonal line to form a
branch connecting the box to the spine.
EXAMPLE: below figure uses the 3Ms and P to start developing the
diagram we began in Step 2.
1.1.4 For each major branch, identify other specific factors which
may be the CAUSES of the EFFECT
Step 4 - For each major branch, identify other specific factors which may be the
CAUSES of the EFFECT
 Identify as many causes or factors as possible and attach them as sub branches
of the major branches.
EXAMPLE: The possible CAUSES for Poor Gas Mileage are listed under the
appropriate categories in figure below:
 Fill in detail for each cause. If a minor cause applies to more than one major
cause, list it under both.

1.1.5 Identify increasingly more detailed levels of causes and
continue organizing them under related causes or categories.
Step 5 - Identify increasingly more detailed levels of causes and continue
organizing them under related causes or categories.
You can do this by asking a series of why questions.

EXAMPLE: We’ll use a series of why questions to fill in the detailed
levels for one of the causes listed under each of the main categories.
Q: Why was the driver USING THE WRONG GEAR?

A: The driver couldn't hear the engine.
Q: Why couldn't the driver hear the engine?
A: The radio was too loud.
A: Poor hearing
Q: Why were the TIRES UNDERINFLATED?

A: No record of tire pressure
A: Difficult air stems
Q: Why were the air stems difficult?
A: Poor design
Q: Why was MAINTENANCE POOR?

A: Lack of money
A: No awareness
Q: Why was WRONG OCTANE GAS used?

A: Didn’t know recommended octane
Q: Why wasn’t recommended octane known?
A: No owner's manual
Below figure shows how the diagram looks when all the contributing causes that
were identified by the series of why questions have been filled in. As you can
see, there may be many levels of causes contributing to the effect.
NOTE: You may need to break your diagram into smaller diagrams if one branch
has too many sub branches. Any main cause (3Ms and P, 4Ps, or a category you
have named) can be reworded into an effect.

Self-check-1 Cause analysis of the problem using 4M1E
Answer the following Questions in the provided answer sheet.
DETAILED EXERCISE: Construct a Cause-and-Effect Diagram to identify the

causes of computer downtime in your organization.
1. Draw a horizontal arrow to the right, write the effect (computer downtime), and
draw a box around it. (2 points)
2. Identify the main causes contributing to the effect. (2 points)
3. Draw boxes around the main categories and connect the boxes to the horizontal
arrow with diagonal arrows to form the fishbone. (2 points)
4. For each branch, identify specific factors which may be the causes of the effect.
(2 points)
5. Add increasingly detailed levels of causes. (2 points)
6. Analyze the diagram and circle causes that you can take action on. (10 points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
________________________________________________________________
4. ________________________________________________________________
________________________________________________________________
________________________________________________________________
5. ________________________________________________________________
________________________________________________________________
________________________________________________________________
6. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Information Sheet-2 Root cause analysis
2. ROOT CAUSE ANALYSIS
2.1 Analyze the diagram

Steps 1 - Analyze the diagram.
Analysis helps you identify causes that warrant further investigation. Since
Cause-and-Effect Diagrams identify only possible causes, you may want to
use a Pareto Chart to help your team determine the cause to focus on first.
 Look at the ―balance‖ of your diagram, checking for comparable levels of

detail for most of the categories.
 A thick cluster of items in one area may indicate a need for further
study.
 A main category having only a few specific causes may indicate a
need for further identification of causes.
 If several major branches have only a few sub branches, you may
need to combine them under a single category.
 Look for causes that appear repeatedly. These may represent root causes.
 Look for what you can measure in each cause so you can quantify the effects
of any changes you make.
 Most importantly, identify and circle the causes that you can take action on.
2.2 Select root causes

Step 2: Select root causes
From the valid causes, the QC Circle selects the root causes. If there is a direct
relationship between the cause and the problem and this cause is seen
repeatedly in the cause and effect diagram, then it is a root cause.
Seek root cause relentlessly and narrow them down

Narrow the long list of factors down to the critical cause.
 Use facts, data, past history, and personal opinions to focus on the most
important factors.
 Draw on management and administrative techniques, as well as specialist
expertise, to narrow down the number of factors .
EXAMPLE: Let's analyze the diagram we have been constructing.

 The level of detail is pretty well balanced.
 No causes are repeated.
 Poor Maintenance appears to be a cause for which you could
develop measurements.
 Moreover, Poor Maintenance appears to be a cause that you can
take action on. It is circled in Viewgraph 8 to earmark it for further
investigation.
Analyses of causes of Poor Gas mileage:
No Causes Occurrence
1 Improper Lubrication 6
2 Poor Driving Habits 12
3 Poor Design 5
4 Poor Maintenance 230
5 Radio Too Loud 4
6 Fuel Mix Too Rich 8
7 Use Wrong Gears 7
8 Wrong Octane Gas 9
Others causes (each of them less than
9 one) 10

2.3 Select most critical root cause
Step 3: Select most critical root cause

Among the root causes, the Circle selects the one that is most directly related to
the problem. Voting can be used to decide which root cause to work on.
Using check sheet the causes of poor gas mileage in terms of weightage
illustrated as follow:
No Causes weightage cumulative percentage Cumulative

percentage
1 Poor Maintenance 230 230 79.04% 79.04%
2 Poor Driving Habits 12 242 4.12% 83.16%
3 Wrong Octane Gas 9 251 3.09% 86.25%
4 Fuel Mix Too Rich 8 259 2.75% 89.00%
5 Use Wrong Gears 7 266 2.41% 91.41%
6 Improper Lubrication 6 272 2.06% 93.47%
7 Poor Design 5 277 1.72% 95.19%
8 Radio Too Loud 4 281 1.37% 96.56%
Others causes (individually each of
9
them less than or equal to one) 10 291 3.44% 100.00%
SUM 291 100.00%

© From the pareto diagram most critical root cause for poor gas mileage is
Poor Maintenance
Step 4: List all possible ways to eliminate the most critical root cause
Again the QC Circle brainstorms to generate ideas from the members. The
leader must be able to challenge the members to be creative, to let go of their
preconceptions. If a QC Circle hits a mental block—that is, it is not able to
come up with ideas—it leaves the list where everyone can see it (e.g., on a wall
in the workplace) and add new ideas easily. This helps provide a longer list for
consideration at the next meeting.
Step 5: Select a best solution

The suggested solutions must be carefully evaluated and tested for potential
complications. The QC Circle can use matrix diagrams to select the best
solution.

Self-check-2 Root cause analysis
Answer the following question

1. List and explain the steps of root cause analysis. (20 points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Information-3 Setting countermeasures
3. SETTING COUNTERMEASURES
Establish a detailed plan

The next step is for the QC Circle to flesh out the details on the implementation of
the solution by asking the question ―How?‖ For each activity, someone is given
responsibility and a timetable. The details of the plan are summarized in a Gantt
chart.
Plan the countermeasures action

Plan the countermeasures action so that the cause identified in cause analysis
does not recur.
 Plan corrective actions for each confirmed cause.

 Do not worry about the practicality of the countermeasures actions at
this point. Come up with a wide range and large number of
suggestions.
 Put the priority on those actions that your circle can implement on its
own authority.
 Narrow down the countermeasures action plans and focus on the
one(s) you want to implement.
 Actively solicit management and staff opinions.
Points to remember:
1. Make a table that shows the problems, the corrective actions, what you are
trying to accomplish, how you intend to accomplish it, and who is going to be
responsible for doing it.
2. This is an excellent way to show the linkage between the problems and the
countermeasure actions. It shows clearly how the countermeasure actions
address the problems identified in the cause analysis stage, thereby
highlighting the cause analysis’s effectiveness.
3. Be sure to indicate what the actions are intended to accomplish and who is
going to do what.
4. Adding information on each of countermeasure actions helps every one
understand what is being done, how, and why.

NO PROBLEMS COUNTERMEASURE PURPOSE METHOD WHO
DOES
Delivery takes a long Create and post maps Shorten Draw up YAMADA
1 time because location to customer sites so delivery times shortcut maps
delivery people will not (see I below)
is unclear
get lost
2 Do not know how long Rank customers (A, B, Avoid Draw up at-a- ALI
things will take C, D) by how long it impossible glance travel
takes to get there and scheduling time guides.
back (see II below)
Do not know Create a delivery truck Get better Draw up HAGOS
3 beforehand how many log patterned after the scatter in truck weekly delivery
trucks are needed work schedule for part- reservation and schedules (see
time workers, to more efficient III below)
minimize reservation use of people
duplication
Person in charge is Delegate authority for Facilitate Draw up ADDISSU
4 not getting trucks and smoother weekly work
there buses ready operation schedules with
area of
responsibility.
(see lV below)
I. Shortcut map
ISUZU
GAS TRAIN
STATI STATI
ON ON
JUJO
TTLM Development Manual Date: January 2012

Page 18 of 21
Revision: 2 Author: ecbp/MoE – TVET Outcome Based Training Core Process
ll. At-glance travel time guide (2:30-5:30)
Min. Min. Rank Land mark Map

to from
CHALA AUTO 20 40 C WOLLEGA 3
MOLLA AUTO 15 25 B ADISS ABABA 2
MOLLA TOYOTA 13 30 B NAZERIET 1
SAMI COROLLA 15 35 C DEBEZEIET 2
III. Weekly delivery schedule

Customer A B
Mins. 20 30
1 2 3 4 5 6 7 8 9 10 11
A
15 (M) A
B
16 C
(T)
C
17 C
(W) B
IV. Weekly work schedule
SUN. MON. TUE.

ALI Counter Counter -
HAGOS - Dispatcher
FATUMA Bus Bus Rounds
CHALLA Rounds Rounds Bus
SELAM Dispatcher _ _

Page 19 of 21
Self-check-3 Setting countermeasures
Answer the following question.

1. Make a detailed countermeasure plan for the given suggested solution. (10 points)


Page 20 of 21
Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Page 21 of 21
Operation
Self-check-3
sheet -1 Setting analysis
Cause countermeasures
of the problem using 4M1E
4. OPERATION SHEET FOR CAUSE ANALYSIS OF THE PROBLEM USING 4M1E

Page 22 of 21
Page 23 of 21
5. LAP TEST
Name: _____________________________ Date: ________________

Instructions: Given necessary templates, workshop, tools and materials you are required to
perform the following tasks within 4 hours.
Task 2: Think all possible factors of problem:
 Brainstorming
 Process flow
Task 3: Narrow down them the most important factors.

 Why-why analysis
 Tree diagram
 Matrix
Task 4: compile and compare data on the most important factors.
 Histogram
 Control chart
 Pareto diagrams
 Stratification

Page 24 of 21

IDENTIFICATION LTD
SUCCESS) EMAI
YONEYAMA
SUGIURA
LTD.
11 BASICS OF IE

Page 25 of 21

and techniques
NTQF for Level IV

techniques
techniques
LG Code: ______4 M04 LO5-07
LO 5: Examine Countermeasures and their

Implementation
 Activities of Medium KPT
 Testing and Implementation of countermeasures
 Action plan is implemented by medium KPT members.
 Implementation is monitored according to the agreed procedure and checked
if the activities are implemented according to the plan.
2. Follow the instructions described in number 3 to13.
understanding them.
understanding them.

13. Do the “LAP test” in page 17(if you are ready). Request your teacher to evaluate your
performance and outputs. Your teacher will give you feedback and the evaluation
will be either satisfactory or unsatisfactory. If unsatisfactory, your teacher shall
advice you on additional work. But if satisfactory you can proceed to Learning Guide
#8.

Information sheet -1 Activities of medium KPT
1. ACTIVITIES OF MEDIUM KPT
1.1 What KPT?

The KPTs provides an opportunity for members to develop their creative thinking as
they look for better ways to do their work, which is imperative as customers become
more demanding and their needs become more varied and complex.
As the members study and learn together, their full potential is realized.
They understand their work better; they see their importance in the company, they
enhance their analytical skills, and they learn new things, not just about their jobs but
also about their company: its vision, mission, and goals; its convention; its partners; its
suppliers; and the requirements of its customers. And as the KPTs matures through the
years, the members become involved in the improvement efforts of the company; and
for them to participate actively, the various members’ training needs, which become
diverse over time, must be addressed. Therefore, companies that have implemented
KP teams have established a training program for their Circle members.
There are various potential benefits brought by team activities: overall the productivity
will be enhanced, management’s ability to improve will be developed, and teamwork
will be improved through encouragement by both management and colleagues,
resulting in higher morale on the frontline operation. The KPTs activities are essential
for the operators but also for the management; as such activities are designed to
improve the relationship between the two.
1.2 Characteristics of KPTs
Based on this definition, which has been adopted in many countries, the QC
Circle Headquarters enumerates the following features of a QC circles:
a. Small group
 The Circle is normally composed of three to ten volunteers who come from
the same workshop and are under the same supervisor. Keeping the
group small enables the members to participate actively in Circle activities.
 During meetings for instance, each member has a chance to contribute
ideas; whereas, if the group is more than ten, it may happen that a
member is not able to contribute an idea because of lack of time, for the
Circle usually meets for an hour at most.
 If the group is small, the chances are high that members are able to foster
better interpersonal relations and develop cohesiveness.
b. Continual control and improvement in the quality of work, products, and
service
 KPTs continue to look for opportunities for improvement from the time they
receive their inputs to the time they deliver their product or service to their
customers. They employ the concept of the Plan-Do-Check-Act (PDCA)
continual improvement. Because the customer is never satisfied, the Circles
never stop looking for better ways of doing the work.
 Once a problem is solved, they move to solve other problems; thus, they are in a
never-ending search for ways to satisfy the customer.
c. Autonomous operation
 Circles solve problems in their own workshops; so, they operate
autonomously in the sense that they are free to choose the problems to
solve, they identify what data to collect in order to better understand why the
problems exist, and their members analyze the problems’ causes among
themselves (though they sometimes consult other departments that affect
their work).
d. Utilization of quality control concepts, tools and techniques
 The Circle works with the aid of data throughout its problem-solving
activities. They show that a problem exists by collecting data (using a data
collection form, like a check sheet) that they then summarize and analyze
using simple statistical tools and use problem-solving techniques.
e. Self-Development
 A KPT contributes not only to the development of a sound working

environment but also to the enhancement of individuals’ abilities and
potentials. In other words, the activities lead also to self-development of
individuals. Through the activities, each member can develop various
qualities, such as sound personal relations, analytical skills, presentation
ability, and knowledge on various QC tools.

1.3 Objectives of KPTs Activities
a. Establishment of a pleasant workplace

 The atmosphere of a workplace has two dimensions: the psychological and
the physical. The psychological is usually measured through organizational
climate surveys in which people are asked about their perceptions of
leadership, availability of information and resources to do their job well,
teamwork, rewards and recognition, and job satisfaction. The physical
pertains to orderliness and cleanliness; access to raw materials, tools and
machines; and safety.
b. Establishment of a state of control

 It is very important that people operate their tasks according to the specified
way. As Ishikawa (1981) avers, “Well controlled workshops are those that
observe agreed standards, take adequate corrective measures or preventive
measures, remove causes of abnormal or out of control conditions before
problems become readily apparent, and revise standards if necessary.”
c. Enhancement of morale
 KPT activity is aimed at enhancing the morale of Circle members. Ishikawa
(1981, 29) suggests that “the morale should be elevated as a natural
consequence of taking part in the activity.”
d. Establishment of sound human relations

 KPTs provide a place where people can solve problems with active
communication toward the achievement of common objectives. It is in this
respect that a KPT can contribute to develop human relations among its
members and even with management. Members learn interpersonal skills
through their discussion with other members, acquiring a sense for building
up harmonious relationships.
e. Better income
 In the long run, with company income increases through KPT activities, the
income of the members will often increase. But we should not think of such
increases as direct increases. As it will be stated later in this book, the
benefit of the Circles can be measured not only by tangible impacts but also
by intangible impacts.
f. Improvement in Quality Assurance
 The ultimate goal of KPT activities is to achieve quality assurance. By

solving problems in the workplace in a systematic manner, the Circle can
achieve quality assurance in the workplace, which consequently leads to
improvement in the quality of life of the individual operator

1.4 How to Get Started: KPT Activities
The installation of a KPT program in a company needs careful planning for it to be
successful. It cannot be left to chance, because once an attempt to introduce it fails, the
effect on the company’s people may last long. The experiences of some companies, for
instance, show that after an initial failure, people are apathetic to new attempts at
introducing participation-based programs.
1.1.1 Stages of KPT Developments

Self-check -1 Activities of medium KPT
Answer the following Questions.

1. What is KPT? (3 points)
2. Write down the Characteristics of KPT? (5 points)
3. How to get started the KPT? (12 points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Information sheet-2 Testing and Implementation of countermeasures
2. TESTING AND IMPLEMENTATION OF COUNTERMEASURES

After causes are identified, countermeasures are examined, evaluated, and selected.
This stage aims both to correct the root causes and to establish the most effective
measures to prevent the reoccurrence of the problems. All the people concerned on the
issue are gathered to discuss it, considering factors such as effectiveness, cost,
condition of restrictions, and impacts on the other factors.
Members then implement countermeasures in daily operations, according to the plan,
and monitor the results.
2.1 Implement action plans

Step one: Implement action plans
You need to have management check the corrective action and approve its
implementation. The Circle is now ready to implement its action plans.
Teamwork is very crucial in this step. The solution may be a very good
solution and the plans may be very detailed, but if not everyone does their
share of the work, the desired result may not be achieved. Planning and
implementing countermeasure action using 5W1H
Points to remembers:
 Set deadlines. When does it to be done by?
 Write in short, coherent sentences. Adding figures makes it more
understandable.
1. The 5W1H has to be parts of planning and clear parts of confirmation.
2. Because these circles showed the results of corrective action, it is easy to
see in clear terms how complete implementation was.
Where For what Do what By when Results

For the B-types The source text glass and Replace the Dec. 100%
machines that get XX, or head source text 19XX
more pages of use every glass and head
month
For the B-types Install additional heads to Install additional Dec. 100%
machines that get under prevent center glass heads and glass 19XX
XX or XXX pages of use distortion
every month

Narrow down the countermeasure action plan and focus on the one you
want to implement
Points to remember to focus the selected countermeasure:
 Use the tree diagram to clearly identify the relationships among factors and
to elucidate the relationships between the factors and the countermeasure
action plan.
 It is clear from this figure why group settled on installing nozzle cleaners.
1. Cause analysis was done using cause-analysis tree diagram and this was then
developed to come up with corrective actions 1 and 2 for cause 3.
2. They drew up matrix for corrective action 2 with four evaluation criteria to decide
whether to adopt it and then used this to assign responsibilities.

2.2 Monitor activities and results
Step two: Monitor activities and results
Implementation must be monitored according to the agreed procedure to
check both if the activities are implemented according to the plan and if the
expected results are observed. Actual implementation dates must be
reflected against the planned dates as seen in the Gantt chart.

Here is below the actual implementation dates must be reflected against the planned
dates as seen in the Gantt chart.
Planned implementation
Actual implementation
Point to remember:
 Corrective actions are easier to implement when they are broken down into
their constituent parts.
 First try to implement the corrective action on your own.
 Only if this is impossible should you ask for help from management and other
work areas.
 When implementing more than one corrective action plan, confirm each
corrective action's impact separately.

Self-check-2 Testing and Implementation of countermeasures
Answer the following questions

1. Write down the steps and its description of Testing and Implementation of
countermeasures? (6 points)
2. What are the critical points to before make an action plan for Testing and
Implementation of countermeasures? (4 points)
Note: Satisfactory rating - 6 points Unsatisfactory - below 6points


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Operation sheet-1 Testing and Implementation of countermeasures
3. OPERATION SHEET TESTING AND IMPLEMENTATION OF

COUNTERMEASURES
1. Planning corrective action including 5W1 H
Where For what Do what By Results

when
For the YY-types The source MM and Replace the Dec. __%
machines that get NN source MM 19XX
XX and NN
For the YY-types Install additional MM Install Dec. __%
machines that get to prevent center NN additional 19XX
XX distortion MM and NN
2. Implementing corrective action

3. Monitor activities and results
Implementation must be monitored according to the agreed procedure to check
both if the activities are implemented according to the plan and if the expected
results are observed.

4. LAP TEST
Name: _____________________________ Date: ________________

Task 2: confirm KPT formation:
 Check sheet
Task 3: Planning corrective action.
 5W1 H
 Brainstorming
 Check sheet
Task 4: Implementing corrective action.
Task 5: Monitor activities and results
 Stratification
 Radar chart
 Control chart


IDENTIFICATION LTD
SUCCESS) EMAI
YONEYAMA
SUGIURA
LTD.
11 BASICS OF IE


techniques
NTQF for Level IV

techniques
techniques
LG Code: ______4 M04 LO6-07
LO 6: Assess Effectiveness of the solution

 Tangible and intangible results
 Verification of results using various types of diagrams
 Identify tangible and intangible results.
 Verify the results over time.
 Compare tangible results with targets using various types of diagram.
3. Read the information written in the “Information Sheets 1”. Try to understand what are
them.
Self-check 1).
6. If you earned a satisfactory evaluation proceed to “Information Sheet 2”. However, if your
rating is unsatisfactory, see your trainer for further instructions or go back to Learning
Activity #5.
8. Read the information written in the “Information Sheet 2”. Try to understand what are
them.
Self-check 2).
However, if your rating is unsatisfactory, see your teacher for further instructions or go
back to Learning Activity #6.

13. Do the “LAP test” in page 19(if you are ready). Request your trainer to evaluate your
performance and outputs. Your teacher will give you feedback and the evaluation will be
either satisfactory or unsatisfactory. If unsatisfactory, your trainer shall advice you on
additional work. But if satisfactory you can proceed to Learning Guide #7.

Information Sheet-1 Tangible and intangible results
1. TANGIBLE AND INTANGIBLE RESULTS
Then an assessment is carried out to see whether the impediments have been overcome or
to what extent the initial objectives have been met. It is carried out together with evaluation
for further improvement of the work. The Circle identifies the tangible and intangible results,
verifies using data, and compares them with the initial goal. Tangible results are results
targeted through changes in processes, whereas intangible results are those in areas such
as improvement in employee learning skills and education. If the results do not meet the
goal, then the Circle needs to return to previous stages and reexamine the processes.
1.1 Identify tangible and intangible results
Tangible results are those that can be quantified, like when a defect rate is reduced by a
certain percent. Intangible results on the other hand are those that are qualitative, like
when teamwork among the members is improved. The Circle must be able to establish at
this point that the project gains also bring them direct personal benefit. Therefore, a very
important question that each QC Circle must answer is “What is in it for me?” By
answering this question, the members realize that they themselves, in addition to the
company, benefit from the project, which induces personal satisfaction as well as a sense
of achievement. This sense of achievement is the most important intangible result of QC
Circle activities. Take, for example, a case in which a defect rate is reduced by 90
percent. Obviously this is good for the customer, and what is good for the customer is
good for the company, but how is it good for the Circle members? A member who is sold
on the QC Circle philosophy will say, “It is good for me because now I can be proud of my
work, whereas before, I was ashamed of the defective parts that I was making.”
1.1.1 Compare the target value and the actual value (for tangible effects)
Step one: Compare the target value and the actual value (for tangible effects)
 See if the target value was met. See in below figures
 If the target value was not met, go back over the previous steps to see what
went wrong, correct it, and try again.
 The effect should be measured using the same QC methods and criteria as
used in fact analysis.
 The effect should be confirmed for each corrective action.
 If the target has been determined as a first priority, make sure to see what
impact this has had on the whole.
The Pareto chart makes it clear
that the group achieved its
target of eliminating parts
supply problems.
Even though the target was a

50% reduction, the histogram
Pareto chart of problems with the robots shows that they achieved an
average 66% reduction.
Note also that they stated that

the data were derived at
training sessions, thus making
the data source explicit.

3. Intangible effects
The circle did a self-

evaluation and scoring for
the intangible effects and
then drew a radar chart to
clearly show the difference
between before and after
the activity.
Self-analysis by the QC
circle
1.1.2 Identify other effects

Step two: Identify other effects
 Identify effects other than the immediate tangible effects. Convert the effects
into monetary values. They are very specific numerical values that everyone can
understand.

1.1.3 Confirm the intangible effects
Step three: Confirm the intangible effects

 What impact has the activity had on human relations in the workplace, skill levels,
teamwork, morale, and the work environment? See Figure 36.
 These intangible effects are easier to understand if you use multidimensional
comparisons with radar charts and other tools .
Figure in below showing the effect with "before" and "after" Pareto charts
1. The group compared pre- 2. This shows the data on

kaizen quality and post- hours lost due to
kaizen quality with Pareto stoppages and on days
charts, showing very clearly worked, thus clearly
that major improvement was showing the impact that
made in large sheet the kaizen had on
processing, which went from workplace efficiency.
being the most important
problem to being third most
important.

Confirmition of effects.
Using a radar chart to identify intangible effects

Self-check-1 Tangible and intangible results
Answer the following questions in the provided answer sheet.

1. Write down and describe the steps of tangible and intangible results? (6 points)
2. What is difference between tangible and intangible results? (4 points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Information sheet- 2 Verification of results using various types of diagrams
2. VERIFICATION OF RESULTS USING VARIOUS TYPES OF DIAGRAMS
2.1 Line graph

Line graphs are used to show actual situations given points in time. They may also be
used to predict future trends. They may be broken lines or straight lines.
How to construct a line graph

Step 1: Draw the horizontal and vertical axes of the graph, using the horizontal axis for
the period and the vertical axis for the value.
Step 2: Plot the points corresponding to the values.
Step 3: Connect the points.
Figure Line Graph
2.2 Bar graph
Bar graphs are used to show trends (e.g., of a product or service). They make use of bars
whose lengths represent the size of the factors under consideration. The bars may be
positioned vertically or horizontally.
How to construct a bar graph

Step 1: Draw the horizontal and vertical axes of the graph, using the horizontal axis for the
period and the vertical axis for the value.

Step 2: Divide the horizontal axis into equally spaced vertical columns, each column
representing a period.
Step 3: Divide the vertical axis into as many equally spaced horizontal rows as required,
each higher row representing a higher value.
Step 4: Draw the bars.
Figure shows bar graph
2.3 Pie chart

A pie chart is used to denote relative portions of a situation; each slice of pie represents a
percentage of the whole.
How to construct a pie chart
Step 1: Draw a circle.
Step 2: Divide the circle into slices that correspond in size to the relevant
percentages. For instance, if you divide the circle into four equal slices, then
each is 25 percent of the whole.
Step 3: Moving clockwise from the topmost part of the chart, arrange the items in
order of percentage size, unless another order is inherently logical.
Step 4: Indicate the name of the item and its percentage.
Step 5: Consider what color or pattern to use for identification of items.
The by-objective bases of selecting a graph:
When comparing the size of numbers
 bar graph, band graph
When showing a change over time
 line graph
When giving a breakdown
 pie graph, band graph
2.4 scatter diagram

A scatter diagram examines the relationship between paired data. This tool is usually
used by the QC Circle when it wants to establish the relationship between cause and
effect, the relationship between one cause and another or a relationship between one
cause and two causes.
Examples include the relationship between an ingredient and the hardness of a
product, the relationship between the speed of cutting and the variation in the length of
parts cut, the relationship between the level of illumination in a room and mistakes in
validating a bank transaction slip.
The scatter diagram is used when a number of people or procedures are producing
widely varying results. The scatter diagram may show that two variables have positive
correlation, have negative correlation, or have no correlation at all.
How to construct a scatter diagram:
Step 1: Collect data samples of pairs whose relationship is to be studied. Enter these
data in a data sheet (figure 48).
Step 2: Draw a vertical axis (effect); calibrate it from smallest to largest value (from top
to bottom).
Step 3: Draw a horizontal axis (cause); calibrate it from smallest to largest value (from
left to right).
Step 4: Plot the paired values. If values are repeated, make concentric circles (in the
graph indicated as pink).
Step5: Plot data in a graph, with material content.
Figure shown below common Scatter Diagrams

2.5 Affinity diagram
AN AFFINITY DIAGRAM is a tool to clarify the nature of an uncertain problem or

chaotic event by coordinating ideas and obtaining concepts through the integration of
relevant verbalized data on the basis of affinity. (This method was originated by Prof.
Jiro Kawakita as the KJ Method, a Japanese registered trademark, but here in after
we will refer to such diagrams as affinity diagrams.) Preparation of an Affinity Diagram
When preparing an affinity diagram, two approaches are recommended: one by
individual action, the other by group action. As for management or staff personnel,
individual preparation is better when trying to do the following. Identify the facts related
systematically to the chaotic and unknown problems or areas. Summarize one’s own
ideas without interference of others. Establish one’s own creative ideas that may be in
conflict with conventional ones.
Preparations of affinity diagram
A. Determine a theme.
B. Collect data by way of brainstorming.
C. Get an understanding of all verbal information collected from every member.
In some cases the data must be rewritten to prevent any misinterpretation or
misunderstanding.
D. Do the same as for individual preparations’ steps C and D.
In Figure could show affinity Diagram for House Cleaning

Self-check-2 Verification of results using various types of diagrams
Answer the following questions in the provided answer sheet.

1. Write down and describe various types of diagrams for Verification of results? (15
points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Operation sheet-1 Tangible and intangible results
3. OPERATION SHEET FOR TANGIBLE AND INTANGIBLE RESULTS

Figure Flow chart for confirming the effect

4. LAP TEST
Name: _____________________________ Date: ________________

Instructions: Given necessary templates, workshop, tools and materials you are required
to perform the following tasks within 1 hours.
Task 2: List all tangible and intangible effects of results:
 Check sheets
Task 3: Tangible effects.
 Compare target value and actual value using check sheet

 Control chart
 Pareto diagram
Task 4: confirm other effects.
 Check sheet
Task 5: confirm intangible effects:
 Radar chart


IDENTIFICATION LTD
SUCCESS) EMAI
YONEYAMA
SUGIURA
LTD.
11 BASICS OF IE


techniques
NTQF for Level IV

techniques
techniques
LG Code: ______4 M04 LO7-07
LO 7: Problem Standardize and sustain

operation
 The concept of Standard Operation Procedure (SOP)
 Standardizing new improvements
 Introducing new SOP to employees
 Standardize and made part of daily activities if the goal is achieved.
 Make the new Standard operating procedure/SOP/.
 Verify SOP and followed by all employees.
 Select the next problem tackled by the team.
3. Read the information written in the “Information Sheets 1”. Try to understand what are
them.
Self-check 1).
6. If you earned a satisfactory evaluation proceed to “Information Sheet 2”. However, if your
rating is unsatisfactory, see your trainer for further instructions or go back to Learning
Activity #6.
8. Read the information written in the “Information Sheet 2”. Try to understand what are
them.

11. Read the information written in the “Information Sheets 3 and 4”. Try to understand what
are being discussed. Ask you teacher for assistance if you have hard time understanding
them.
However, if your rating is unsatisfactory, see your teacher for further instructions or go
back to Learning Activity #6.
performance and outputs. Your teacher will give you feedback and the evaluation will be
either satisfactory or unsatisfactory. If unsatisfactory, your trainer shall advice you on
additional work.

The concept of Standard Operation Procedure
Information Sheet-1 (SOP)
1. THE CONCEPT OF STANDARD OPERATION PROCEDURE (SOP)
1.1 Standard
Standard defines the acceptance criteria for judging the quality of an activity.
In the Kaizen context Standards refers to rules, procedures and guidelines for activities
carried out in the workplace.
According to Taiichi Ohno (the father of TPS)

No standard, There can be No Kaizen
 There can be no basis for comparison (before/after).
 One cannot objectively tell if there was a difference or change.
 No improvement is possible in regards to Time, Quality, Quantity, Cost, etc.
1.2 Standardization
 Formulation, publication, and implementation of guidelines, rules, and specifications.
 Is a standard specification, unit, instruction or something that is understood globally?
 Standardization promotes effective teamwork by teaching employees similar
terminology, skills and rules of play at the work place (GEMBA).
Why Implement Standard Work?

 To make it possible to identify and eliminate variations in operators’ work “Variability
is the breeding ground of defects, and high costs.”
 Team member own choices are dramatically reduced, eliminating the “Do it your
own way”.
 Abnormal conditions are clearly defined and tracked.
 To sustain the gains achieved from improvement activities.
 To provide a baseline for future improvement.

Kaizen will succeed only if you pay regular attention to Standard Work.
Standardization
 Reduces Variation
 Enables Flow
 Eliminates Waste
 Fuels Continuous Improvement
Standardized work place and working materials
Figure show the Standardized work place and working materials
1.3 Steps to Standardization

1. Identify and set a standard
 The standard method must be established and should be regarded as a “good”
method.
 But the standard method is only “good” - not “best”. Each method challenges
us for a better way.
 The consistent updating of Standard Operations is the cornerstone of
Continuous Improvement.
2. Ensure everyone in organization understand & commit to the standard.
3. Confirm the standard is reasonable & fair.

Continuous improvement
a. Improving every aspect of every activity every day – forever
b. Think of continuous improvement as a journey rather than a destination.
c. Continuous Improvement enhances “people supportive practices”
 Provides new skills to employees, empowering them to design and
improve their own work.
 By standardizing on a new method, it gives people the ability to reduce
variation.
1.4 Continuous Improvement is needed:

 Increased competition.
 Customer demands for lower prices.
 Expectations for higher quality.
 Changing technologies.
 Need for improved participation and self-direction.
 Wider base of knowledge.
 Safer, better workplace.
 Zero accidents.
KAIZEN and STADARDIZATION

9 CONTINUOUS IMPROVEMENT PROCESS STEPS
1. Observe current method.
2. Document current method.
3. Identify improvements (steps to eliminate).
4. Implement improvements.
5. Validate quality and productivity of new method.
6. Standardize new method.
7. Document “Before” and “After” conditions.
8. Recognize achievements.
9. Look for next improvement.
Standardization is waste Elimination tool
Clear &
Understandab
le workplace

1.5 STANDARD OPERATION AND ITS BENEFITS
Standard Operation
 It deals with detailed procedures to perform an operation efficiently by anyone
assigned for the task.
 An efficient production system which eliminates wasteful procedures by bringing
together a number of jobs focused on the movements of workers.
’U’ shaped work units.
o Eliminates isolated islands.
o Integrates processes.
o Reduces transport and handling of parts.
o Enhances teamwork.
o Increases visibility
o Enhances cross training
o Improves safety
o Reduces inventory
 In the KAIZEN context standard operation means creating a consistent way that an
operation or a task is performed so that anyone can perform it.
Standardized processes are intended to:

 Ensure customer satisfaction
 Drive consistent output
 Ensure consistent quality
 Drive consistent cost and time
BENEFITS OF STANDARD OPERATION
 Ensure Safety
 Stable Quality
 Reduce cost & Increase Productivity
 Visualize what is normal vs. abnormal
 Stabilizes delivery times
 Eliminates Wastes
 Simplifies process
 Create base line for KAIZEN
1.6 THREE ELEMENTS OF STANDARD OPERATION PROCEDURE (SOP)
1. Takt time
 The rate at which the end product or service must be produced and delivered in
order to satisfy a defined customer demand within a given period of time.
 Is the time that is allotted for making one unit of product?
2. Standard in process stock
 It is the minimum quantity of parts always on hand for processing during and
between sub-processes.
 It allows workers to do their jobs continuously in a set sequence, repeating the
same operation over and over in the same order.
3. Operating Procedure
 Enter the layout of facilities and pallets in the sheet.
 Observe the target operator closely.
1. It is necessary to talk about the Operation Base (OB) and Starting Point (SP)
with the target operator in advance.
2. If the “waiting” is expected during operation, it is also necessary to decide the
point of waiting and the timing to resume the operation.
 OB = the place the operator is located when starting the operation
 SP = the tool showing the timing when the operator start working.
3. Enter operator’s movement using numbers and flow lines in line with the
procedure.
4. Record work elements and time measured in numerical order.
5. Enter the quantity of Standard In-Process Stock (*) in the bottom of the format
6. Enter the items about quality inspection and safety operations in symbols, if
any.
7. Enter the information necessary to help control and make follow up actions
afterwards.

Standardized Work Chart as an Example
Plant: ACME Product: Pinion gear
ACME Corp.
Area: Machining Op. 1 of 1
Standard Work Chart Process: Exercise Pg. 1 of 1
Date: By: Approved by: Shifts: 2 Takt Cycle
2-2-2010 John T. Alex S. Volume: 600 Time: 44.5 sec. Time: 44 sec.
Man Time
Auto Time
Wait Time
Walk Time
Working sequence Safety Swip Quality
Number Major Ste ps Walking
QC
Return to start
1 Pick up raw material 1 - -
2
2 Unload, load part and start M/C GC618 4 38 -
2 CH-238 CH-618
2
2
5 Unload, load part and start M/C GC145 5 30 - 3 2
2
6 Unload, load part and start M/C TS117 7 3 - Raw
2 CH-144 1
7 Pack FG in pallet 1 - - Material
2
4
Raw
7 Material
5 6
CH-145 CH-117
30 0 14
“Standard Operation Sheet” is subject to change after examining the effects of the
corrective measures at the working site discussing with operators there.
Principle of Standard Formation
• Enhanced: Standard of Improved situation.
• Acceptability: Acceptable Standard to all employees.
• Practicality: Easy to Implement Standard.

Self-check-1 The concept of Standard Operation Procedure (SOP)
Answer the following questions.

1. What is the difference between standard and standardization? (2 points)
2. Write down and describe steps of standardization? (6 points)
3. Write down nine steps of continuous improvement process steps? (9 points)
4. What are the elements of standard operation producers (SOP)? (3 points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
________________________________________________________________
4. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Information sheet- 2 Standardizing new improvements
2. STANDARDIZING NEW IMPROVEMENTS

If the goal is achieved, the new procedure should be standardized. If the goal is not
achieved, then the QC Circle must retrace its steps, starting with analysis of the causes.
Standardization ensures that the solution stays permanent.
Incorporate the most effective corrective actions into your operational and other standards in
order to sustain the effect. In standardizing, seek to integrate and simplify procedures so that
anyone can follow them and achieve the same results.
Key points
 Standardize effective corrective actions.
 Develop operating procedures into rules. Establish or revise standards, specifications,
rules, and manuals.
 Be sure that the standards specify who, when, where, what, why, and how, and are
easy to implement.
 Look at the relationships between the operation under review and the upstream and
downstream processes. Standards should also be revised in other departments as
necessary.
 Specify when the new standards are to go into effect.
Points to remember in using the 5W1H in standardization
1. Decide clearly on the 5W1H category items and who is going to be responsible for
doing what. Be sure to include items to keep the problems from recurring.
2. State explicitly what operating standards are to be followed and what the standard
times are, thereby making the standard themselves explicit.
3. Draw up quality and check sheets and exercise ingenuity to see the management
tools used.
4. Draw up a graph of actual process progress and show explicitly that affect is being
sustained.

2.1 STANDARDIZATION PROCEDURE
Once a corrective action has been incorporated into the standards, follow the
registration procedures and make it official.
 Be sure to follow the official procedures for establishing, revising, and
discontinuing standards.
 Management approval is prerequisite for establishing or revising any
operating standards. Take the time to explain the new standards and the
reasons for them to everyone's satisfaction.
 Do not revise or discontinue standards until after you have cleared this with
the upstream and downstream departments that will be affected.
Standardization and horizontal deployment of the standardization

Self-check-2 Standardizing new improvements
Answer the following questions.

1. How to standardize new improvements? (20 points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Information sheet- 3 Introducing new SOP to employees
3. INTRODUCING NEW SOP TO EMPLOYEES
3.1 Train employees on the new SOP

Step one: Train employees on the new SOP
If the work is done in more than one shift but the QC Circle members come from
only one shift, then all employees in the other shifts must be trained on the new
SOP (Standardized Operational Procedure). This way, the benefit from the new
SOP is maximized.
Once you have established the new or revised standards, devise a system that ensures that
they will be followed.
Key points
 Educate trainees to understand the standards. At the same time, train them to
acquire the necessary skills.
 Develop a mechanism for education and training to accommodate operator
changes (e.g., new trainee).
3.2 Verify that the SOP is followed

Step two: Verify that the SOP is followed
Like for any other SOP, monitoring is needed for this new one to see that
everyone concerned is adhering to it all the time. If they are not, then the reasons
must be determined and countermeasures must be put in place. Spot checks
must be conducted from time to time.
Monitor results
Create a system in which you can confirm that the standards are being followed
and that the corrective action is continuing to have the desired effect. Establish
follow-up procedures that help you get the most out of your activities.
Key points
 Monitor data constantly, using control charts and graphs to see that the
effect is sustained.

 This monitoring should be incorporated into the daily management routine
and done without fail.
 Establish a mechanism whereby other corrective actions can be devised and
implemented if the effect wanes.
 If you are reporting on your activities well after their completion, do a follow-
up study to determine subsequent conditions and to see how well the kaizen
effect is holding up.

Self –check -3 Introducing new SOP to employees
Answer the following question

1. How to introduce new SOP to employees? (10 points)


Rating: ____________
Name: _________________________ Date: _______________
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Operation sheet-1 Standardizing new improvements
4. OPERATION SHEET FOR STANDARDIZING NEW IMPROVEMENTS

5. LAP TEST
Name: _____________________________ Date: ________________

Instructions: Given necessary templates, workshop, tools and materials you are required
to perform the following tasks within 3 hours.
Task 2: Standardize (formulate rules):
 Standardize around the most effective corrective actions.

 Make sure the effect persists.
 Create manuals.
 Create standards and rules.
 Standardize the way the work is done.
Task 3: Provide procedures for implementing the standards.
 Be sure to implement these procedures.

Task 4: Provide education and training.
 Educate people to understand the standards and give them the skills they need to
follow them.
Task 5: Make sure the standards are implemented.
 Provide equipment, measures, and methods conducive to ensuring

implementation.
Task 6: Follow through to make sure the impact is there.
 Make sure the effect is sustained.

 Devise measures to be implemented if the effect seems to be waning.
 Monitor the effect with control charts and graphs.


IDENTIFICATION LTD
SUCCESS) EMAI
YONEYAMA
SUGIURA
LTD.
11 BASICS OF IE


M08 Apply Problem Solving Techniques

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Logo Name of Institution

Apply problem solving tools and

Unit of Competence: Apply problem solving tools and

LO 1: Identify and select theme/problem

2. Follow the instructions described in number 3 to 15.

Learning Guide for Apply problem Date: July 2015

Learning Guide for Apply problem Date: July 2015

1. THE CONCEPT OF QC STORY/PDCA CYCLE

QC Circles were organized in Japan as a way of getting operators to participate in quality

1.1 What is a QC Story?

Learning Guide for Apply problem Date: July 2015

QC Circles follow a problem-solving process that provides guidelines for processes to be

1.3 QC Story/problem solving / Procedure

5. Their examination of countermeasures and their Implementation

Learning Guide for Apply problem Date: July 2015

1. What is QC story? (1 point)

Note: Satisfactory rating - 10 points Unsatisfactory - below 10 points

Learning Guide for Apply problem Date: July 2015

Name: _________________________ Date: _______________

Short Answer Questions

Learning Guide for Apply problem Date: July 2015

2. STATISTICAL TOOLS AND TECHNIQUES

2.1 Data Collecting and Analysis

2.1.1 What is data?

1. Measurement values: fixed data such as length, weight, and profit

2.1.2 How is data collected?

Learning Guide for Apply problem Date: July 2015

How to stratify data

Typical Categories of Stratification

2.2.2 Pareto Diagram

How to construct Pareto diagram

Step 1: Clarify the objectives of constructing a Pareto diagram.

Example: Data tally sheet of kitchen ware breakage

Breakage items Tally Total

Learning Guide for Apply problem Date: July 2015

Learning Guide for apply problem Date: July 2015

How to construct cause and effect diagrams

Fig 3. Cause and Effect Diagram

Learning Guide for apply problem Date: July 2015

Ten merits of graphs

Learning Guide for apply problem Date: July 2015

Fig 5. Typical example of bar chart

Learning Guide for apply problem Date: July 2015

How to construct a pie chart

Learning Guide for apply problem Date: July 2015

The by-objective bases of selecting a graph:

2.2.5 Check sheets

Learning Guide for apply problem Date: July 2015

c. Checklist check sheet

How to construct a Histogram

Learning Guide for apply problem Date: July 2015

How to construct a histogram

Three types of histogram

Learning Guide for apply problem Date: July 2015

How to construct a scatter diagram:

The following are techniques for QCC activities.

Learning Guide for apply problem Date: July 2015

1. What is the advantage of using Statistical tools and techniques? (1 point)

4. List and explain the 7QC tools? (14 points)

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

Learning Guide for apply problem Date: July 2015

Name: _________________________ Date: _______________

Short Answer Questions

Learning Guide for apply problem Date: July 2015

Name: ___________ Date: _

Name: ___________ Date: _

Name: ___________ Date: _

Name: _____________ Date:

Name: ___________ Date: _

Name: ___________ Date: _

Name: _____________ Date: